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ED 394 666 PS 024 052

AUTHOR Cook, Staci; And OthersTITLE Improving Student Behavior through Social Skills

Instruction.PUB DATE Aug 95NOTE 62p.; Master's Action Research Project, Saint Xavier

University.PUB TYPE Dissertations/Theses Undetermined (040) Reports

Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Behavior Change; *Behavior Problems; Change

Strategies; *Child Behavior; Conflict Resolution;Cooperative Learning; Discipline; *DisciplineProblems; Family (Sociological Unit); FamilyEnvironment; Grade 2; *Interpersonal Competence;Intervention; Kindergarten Children; Lower ClassStudents; Modeling (Psychology); Primary Education;Role Playing; Social Behavior; *Social Development;*Student Behavior

ABSTRACTA program for improving student social skills was

implemented in three classrooms of lower-class kindergarten andsecond grade students at two schools in order to reduce the number ofbehavior problems. Student behavior is a nationwide educationalconcern, and the problem of inappropriate behavior at the schools wasdocumented by teacher observation (using a behavior checklist),discipline related contacts with parents, and the number ofdiscipline referrals. The literature suggests causes for the behaviorproblems include students' lack of social skills, lack of positiverole models, lack of self-esteem, and lack of positive parentalinvolvement; media violence; and childhood abuse. An action plan forintervention was implemented to increase social skill developmentthrough direct instruction, conflict resolution, role playing,modeling, and cooperative learning opportunities. Post-program data(utilizing teacher observation, parent contacts, and disciplinereferrals) indicated an increase in appropriate behavior and ininterpersonal skills. (Twelve appendices include checklists, forms,charts, book lists, suggested books and cassettes, cooperativelearning lessons, and a description of learning centers. Contains 40references.) (TM)

************************************************************************ Reproductions supplied by EDRS are the best that can be made lf

from the original document.***********************************************************************

S DEPARTMENT OF EDUCATION'

EDUCAIIONAL RESOURCES INFORMATIONCENTER 'ERIC)

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IMPROVING STUDENT BEHAVIORTHROUGH SOCIAL SKILLS INSTRUCTION

by

Staci CookLynette Senders

Jennifer Torgerson

Submitted in partial fulfillment of the requirements for the degree ofMaster's of Arts in Teaching and Leadership

Saint Xavier University & IRI/SkylightField-Based Master's Program PERMISSION TO REPRODUCE AND

DISSEMINATE THIS MATERIALHAS BEEN GRANTEE' NY

Sko.c.\LcT Srmizkcs

TO THE EDUCATIONAL REURCESINFORMATION CENTER ;Mr ,

Action Research Project Teachers

Submitted: August 995 Ellis Elementary1

Ellis ElementaryCo)

Site: Rockford, IL

'Il Lewis Lemon Global

N Studies Academy

'i BEST COPY AVAILABLE

SIGNATURE PAGE

This project was approved by

Advisor

Advi

ean, School of Education

Table of Contents

Abstract ill

Chapter

I. Statement of Problem and Description of Context 1

General Statement of Problem

Immediate Problem Setting

Description of Surrounding Community 4

Regional and National Context of Problem 6

2. Problem Evidence and Probable Cause 7

Problem Evidence 7

Probable Cause 9

3. The Solution Strategy 13

Review of the Literature 13

Project Outcomes and Solution Components 17

Action Plan tbr the Intervention 18

Methods of Assessment 20

Project Results 21

Historical Description of Intervention 21

Presentation and Analysis of Results 23

Conclusions and Recommendations 25

References Cited 27

Appendices 31

Appendix A - Behavior Checklist 12

Appendix B - Discipline Referral Form 33

Appendix C - Suggested books for social skills 34

Appendix 1) - Suggested Cassette and video tapesfor social skills

Appendix E - Cooperative learning lessons:Complimenting 38

Appendix F Cooperative learning lessons:Active Listening 41

Appendix G Cooperative learning lessons:Sharing 44

Appendix H - Cooperative learning lessons:Taking Turns 46

Appendix 1 - Cooperative learning lesson:Six Inch Voices 49

Appendix J - Cooperative learning lesson:Empathy 50

Appendix K - Learning Centers 51

Appendix L T-charts for social skills 53

Abstract

Authors: Staci CookLynette SendersJennifer Torgerson

Date: December, 1995

Title: Improving Student Behavior Through Social Skills Instruction

Site: Rockford IV

This report describes a program for improving student social skills in order toreduce the numbcr of behavior problems. Thc targeted population consistedof kindergarten and second grade students in a growing lower classcommunity located in a Northern Illinois city. The problem of inappropriatebehavior has been documented through teacher observation, the number ofparent contacts related to behavior and the number of discipline referrals.

Analysis of probable cause data revealed that students lacked social skills,positive role models, self-esteem and positive parental involvement. Theliterature suggested that poverty and low socioeconomic status can lead todysfunctional families which may result in students' basic needs not beingmet.

A review of solution strategies resulted in the decision to increase social skilldevelopment through direct instruction, role playing, modeling andcooperative learning opportunities.

Post intervention data indicated an increase in appropriate behavior andinterpersonal skills.

Chapter 1

PROBLEM STATEMENT AND CONTEXT

General Statement of Problem

The students of the targeted second grade and kindergarten classes exhibit

inappropriate behavior. Evidence for the existence of the problem includes

teacher observations, the number of parent contacts relative to student

behavior, and discipline referrals.

hnmediate_Problem Context

The targeted classes are in two elementary schools, School A and School

B, in Rockford, Illinois. School A is a Community Academy School (C-8) as

designated by thc Federal Courts. It is a kindergarten through sixth grade

school located in the southwest quadrant of Rockford. The school was built

in 1902, with an addition built in 1969. The addition includes a learning

center, with six open classrooms, which now have walls.

School A has an enrollment of 282 students consisting of 18 percent

Caucasian, 80 percent African American and two percent Hispanic. Ninety-

two percent of the school's population qualities as low income. These

students come from homes that receive public funds or are eligible for free or

reduced price lunches. The student mobility rate for School A is 60.1

percent, whereas the average in District 205 is 22.4 percent. School A has an

attendance rate of 94 percent, compared to 92 percent for all schools in

District 205. The average class size for School A is 18 children.

1

The certified staff at School A consists of a management team (principal,

student support specialist, curriculum implementor, Success for All reading

implementor), a special education resource teacher, 2 Chapter 1 teachers, a

reading recovery teacher, 3 reading resource teachers, 15 classroom teachers

and specialists in art education, music education, and physical education. The

management team and teaching staff are 79 percent majority and 21 percent

minority. The average years of teaching experience among certified staff is

nine and a half. Eight staff members have their Bachelor's Degrees; five are

working on their Master's Degmes, 18 have attained their Master's Degrees;

and one holds a Ph.D. The non-certified staff includes a parent/teacher

liaison, a library para-professional, a media specialist, a secretary, a building

engineer, a custodian and several aides.

In addition to the District 205 curriculum guide, the staff utilizes special

programs to enhance academics. The programs include: Success fbr All

(SFA), a reading and language program that is phonetic and literature based,

developed at Johns Hopkins University; Reading Recovery; a computer

laboratory consisting of twenty stations; "Teaching and Learning Computers"

(TLC); a hands on math program; daily adult tutors from area churches; tutors

employed by the city of Rockford; tutors from Suntec, a local industry; and an

after school program conducted by two certified staff members, community

volunteers and employees of the YMCA. The Parent Teacher Organization is

involved with several of these programs, in an effort to involve the parents.

School B is a K-6 magnet school located in the southwestern quadrant of

Rockford, Illinois. The school was built and opened in 1993 as a result of the

Second Interim Order (April, 1991), which stipulated that a third magnet

school be developed. The district proposed that this magnet school be

identified as a global studies academy.

2

The district uses a lottery to determine enrollment. The academy's goal is

a racial balance, with 50 percent of the students being majority and 50

percent being minority. In 1993, when the school opened, there were 343

students. Within the school's population, 44.3 percent of the students were

Caucasian, 49 percent were African American, and 6.7 percent were

I lispanic. Seventy-eight percent of students were from families considered

low income.

It is the school policy to have parents sign parent contracts symbolizing

the commitment to support the school in education and discipline. During the

1993-94 school year, 88 percent of the parents attended parent-teacher

conferences. Involvement in PTO was largely majority parent dominated,

with a 68 percent gap in the majority and minority participation.

The school's staff includes a principal, an assistant principal, a secretary, a

nurse, a counselor, a parent liaison, a librarian, a media specialist, 16

classroom teachers, 4 classroom aides, 5 instructional specialist (Physical

Education, Art, Music, French, and Spanish), 2 remedial reading teachers, a

building engineer, 2 custodians and 3 food service persons. Of the teaching

and administrative staff, 66 percent are majority and 34 percent are minority.

The average years of teaching experience among the teaching staff is 13.

Forty-two percent of the classroom teachers have earned their Master's

Degree.

School B, the first new school built in the community in 20 years, was

built in cooperation with the Park District, YMCA, YWCA, and the Girl's

and Boy's Clubs of Rockford. The school has become a model for

community-based education. It has several architectural features that allow

the school to be used by the community, as well as by the students who

attend. Toilets and storage rooms that are only accessible from the outside

3

are available for use by community and neighborhood goups. There is an

amphitheater that incorporates an outdoor stage area. The gymnasium has a

high school size court for use by community programs. The school also

houses a branch of the Rockford Public Library, for use by the students and

community.

These features contribute to the uniqueness of School B's program:

(a) a 200 day extended school year

(b) a daily homework policy

(c) curriculum to develop a global perspective

(d) foreign language K-6

(e) emphasis on geography and history

(1) Junior Achievement program

(g) multi-age and multi-grade academic groups

(II) peer mediators

(i) uniforms

The school year is divided into six time periods. Each period concentrates

on a different cultural theme. The cultures include Native American,

I lispanic, European, African American, Asian and Arabic.

The instructional program, and supplemental programs of foreign language

and community service, assist the school by offering equitable learning

opportunities and a global perspective to the education of all students.

The Surrounding Community.

Rockford, the second largest city in Illinois, with a population of 140,0000

people, is located 92 miles northwest of Chicago and 14 miles from the

Wisconsin state border. The city covers a 50 square mile area.

4

i 0

The median price of a home in Rockford in 1994 was $70, 312. These

figures help put Rockford near the top of a housing affordability list for the

nation. (Rockford Register Star, Sept. 20, 1994).

The 1990 census figures show a decrease in the Caucasian population,

whereas the African American, Hispanic and Asian population has increased.

Over the past ten years, the Caucasian population has decreased from 84.3

percent to 79.9 percent. The African American population has increased

from 13.2 percent to 14.8 percent. The Hispanic population has increased

from 0.5 percent to 1.5 percent.

District 205 is comprised of 4 high schools, 4 middle schools, 40

elementary schools, 2 special education facilities, and 2 early education

centers. The total enrollment of students for 1993 in District 205 was 26,498.

This was a decline of students from the 1992-1993 school year.

The students enrolled in District 205 in 1993-1994 included 66.8 percent

Caucasian, 24 percent African American, 0.03 percent Native American, 2.6

percent Asian and 6.3 percent Hispanic. The district allocates $5,395 per

pupil.

During May of 1989, a lawsuit was filed in the U.S. District Court against

the school district. The lawsuit charged the district with long-time

discrimination against minority students. An interim agreement is currently

being implemented in the district. Minority students have the opportunity to

attend schools in predominately white areas through voluntary transfers. The

interim court order provides monies to implement in-service training and

materials for targeted schools. The school district is also undertaking a

change from basic school organization to one of site-based management. The

plan calls for each school to develop a mission statement, complete long-

range goals, and develop specific action plans to carry out the goals.

5

Regional and National Context of Problem

Behavior is a.major concern to educators and researchers, as evidenced by

volumes of books and journals written, research directed towards this issue,

and many classes offered, including a class based on Curwin and Mendler's

Discipline With Diglity (1988), which was mandated by the Second Interim

Order.

Recent opinion polls conducted by public pollsters, such as the Gallup

Poll, and by the National Educational Association (NEA), have reported that

school discipline is a major concern of teachers, administrators and the pubic.

In NEA's 1979 Nationwide Teacher Opinion Poll, 74 percent of the teachers

surveyed reported that discipline problems impaired their teaching

effectiveness (Jones, 1981). According to Jones (1984), a study done by

Feitler and Tokar found that 58 percent of the sample teachers ranked

children with chronic discipline problems as the number one cause of job

related stress.

The American public perceives school behavior as a growing problem.

The Phi Delta Kappan Gallup Poll shows an eight percent increase in public

concern about discipline and violence in school (Elatn, Gallup and Rose,

1994).

Many schools have responded to the concerns about student behavior and

school discipline by developing school wide discipline policies. It has been

estimated that three out of four schools have some sort of written discipline

policy (Jones, 1984). However, according to the Phi Delta Kappan Poll, 50

percent of teachers surveyed say discipline problems are very serious even

though 93 percent of the schools had a written discipline policy (Jones &

Jones, 1990).

6"

Chapter 2

PROBLEM EVIDENCE AND PROBABLE CAUSE

Prublem Evidence

In order to document thc extent of student inappropriate behavior,

teacher/researchers in the three targeted classrooms documented

inappropriate behaviors, parent contacts related to behavior, and discipline

referrals for the first two weeks of school. A behavior checklist was

developed by the teacher/researchers (Appendix A) to aid in the recording

process. The behavior of 6 I students was recorded. A summary of the

number of incidents and behavior categories is presented in the following

tables.

Table I

Number and Categories of Discipline Incidents

School A Kindergarten-2 l students

BEHAVIORS WEEK 1 WEEK 2 TOTALOff Task 184 158 342

Insubordination 0 0 0

Verbal Abuse 3 2 5

Physical Abuse 4 3 7Breaking School Rules 5 4 9

7

Table 2


School A Second Grade-16 students

BEHAVIORS WEEK 1 WEEK 2 TOTAL_Off Task 266 191 457

Insubordination 5 6 11

Verbal Abuse 23 16 39Physical Abuse 0 0 0

Breaking School Rules 3 6 9

Table 3


School 13 Kindergarten-24 students

BEHAVIORS WEEK 1 WEEK 2 TOTALOff Task 134 126 260

Insubordination 13 7 20Verbal Abuse 19 32

Physical Abuse_1_3

3 5 _8___

Breaking School Rules 3 6 9

Of the total incidences recorded for all three classrooms during the first

two weeks of school, 87 percent dealt with off task behavior. The three

classrooms experienced a decrease in off task behavior the second week

possibly due to the introduction and modeling of appropriate behaviors.

Out of the 24 parent contacts made due to behavior, only 9 students were

involved. Fewer parent contacts were needed the second week compared to

8

14

week one in all three classrooms. No discipline referrals were submitted

during this ten day period.

In School A, kindergarten classroom, the teacher/researcher feels that the

high number of off task behaviors may be attributed to the fact that 18 of the

21 students have never been in a classroom enviromnent. The incidences of

physical abuse in the classroom were done by one individual who has been

diagnosed with Attention Deficit Hyperactivity Disorder (A.D.H.D.). The

incidences occurred shortly before his medicine was administered.

In School A, second grade, all insubordination incidents and all seven

parent contacts involved one inclusion child. This child also contributed to a

high percentage of the off task behaviors.

In School B, kindergarten classroom, incidents that dealt with fillure in

relationships between peers (verbal abuse and physical abuse) increased over

the two week period. However, incidents that dealt with teacher/studcnt

interactions (off task behavior and insubordination) decreased. The 20

incidents of insubordination involved a total of 4 students.

Probable Causes

Children come to school with many experiences that effect their behavior.

Therefore, teachers find themselves needing to address more than their

academic needs.

The literature suggest several underlying causes for disruptive behavior in

the school setting. According to thc Committee for Children (1991),

aggressive and impulsive children can be found at every socio-economic

level. I lowever, these children are over represented at lower socio-economic

levels. They live in neighborhoods where they may know people involved in

criminal activities, and adult models may have fewer opportunities in

9

Ui

mainstream society. Many low income minorities are lefl without middle-

class members of their groups to provide leadership and role models.

Cultural heroes present may glorify violence, power and winning (Banks,

1991-92; Committee for Children, 1991). Families in these neighborhoods

may also experience economic stress. Due to the fact that many families have

a hard time coping with economic stress, they may experience marital

separation, divorce, depression, alcohol, spousal and/or child abuse. Children

may react by acting out or rejecting authority to get attention or escape their

situation (Burke, 1992). .Children from these disrupted families are more

likely to be poor, have emotional and behavioral problems, abuse drugs and

alcohol, and be sexually and physically abused (Likona, 1993).

Self-esteem can also be affected by low socio-econoniic status (Eitzen,

1992). Self-esteem, how one feels about ones self, is linked to several life

choices (Kohn, 1994). If a child gains high self-esteem, behavior problems

may decrease. If a child is unable to secure self-esteem in a positive way, he

may seek status through antisocial behavior (Brendtro & Long, 1995; Five

activities,1990).

Positive self-esteem will be heavily influenced by the extent to which the

child's basic needs have been met. Jones and Jones (1990) cited Glasser

(1986) as describing students five basic needs as "(1) to survive and produce,

(2) to belong and love, (3) to gain power, (4) to be free, and (5) to have fun.

A child who feels powerless or bored will misbehave (Mendler, 1992).

Children who do not receive love and support develop a feeling of anger, hate

and lack of concern for others (Pringle, 1975). Children's basic and

psychological needs must be met at home and in the classroom for an

improvement in behavior (Jones & Jones, 1990).

Parents and family have a direct affect on the behavior of children in

school. Parents who fail to nurture or show interest in their children or fail to

provide adequate supervision tend to have aggressive children (Committee for

Children, 1991). "When the social bond between child and adult [is] not

nurtured, conscience [is] Unpaired and children [do] not internalize values"

(13rendtro & Long, 1995, p. 53).

Abuse by parents or family members, whether it be physical, verbal,

emotional, or sexual can also cause inappropriate behaviors. If children

witness or suffer abuse, they may shut down their empathetic responses.

These children learn that violence is an acceptable way to interact with others

or attain a goal (Committee for Children, 1991).

Many children are put at risk from conception due to drug and alcohol

abuse by pregnant mothers. These children have increased chances of being

born with neurological and related physical problems such as shorter attention

spans, hyperactivity, greater aggressive tendencies, learning and memory

problems. These children may be slow to develop friendships and their social

skills are hampered by their inability to set limits (Committee for Children,

1991; Turbak, 1994; Waller, 1992/1993).

The belief that violence is acceptable is further reinforced by television

and other media. With more and more children lacking parental supervision

and the amount of television young children are watching, it is evident that

television is becoming the primary source of entertainment and values in our

society. Television has a great aptitude for modeling anti-social and anti-

caring behavior (Bellanca, 1991). Studies have found at least 50 acts of

violence during a half hour broadcast of a well known cartoon show (Curwin

& Mendler, 1988). Children who view these programs display more

aggression than their peers (Bandura, 1973; Brcndtro & Long, 1995).

11

Inappropriate behavior is often modeled and recognized. According to

Burke (1992) and Kreidler (1994) many children live with "put downs",

"slams", and sarcasm masqueraded as humor. Their television role models

and real life role models are people who get attention at the expense of

others. Jones and Jones (1990) believe that one basic reason for classroom

management problems in our schools is that many of our students come to

school with varying degrees of emotional distress and inadequate social skills.

Many children do not exhibit appropriate social skills due to lack of

knowledge of what appropriate behavior is. Some children have knowledge

of appropriate social skills, but lack practice due to inadequate reinforcement

(Committee for Children, 1991). "If teachers don't take the short time to re-

educate students with positive social skills, they will spend a great time

'correcting' and 'disciplining' disruptive students through-out the year" (Burke,

1992).

A summary of probable causes for the problem gathered from the sites,

and from cited literature included the following elements:

1. low socio-economic status,

2. lack of positive role models,

3. disrupted families,

4. poor self-esteem

5. failure to meet basic and psychological needs,

6. lack of positive parental involvement,

7. physical, verbal, sexual, and/or emotional abuse,

8. prenatal drug and alcohol abuse,

9. media violence,

10. lack of social skills.

12

CH_PS024052PDAT_Aug95LEVEL 1AUTH_ook, Staci; And OthersTITLE_Improving Student Behavior through Social SkillsInstruction.NOTE_Field-Based Master's Program, Saint Xavier University andIRI/Skylight.GEO_U.S.; Illinois

CAT_3/11/96COPIES_1PAGE_60CR REL W/DOCUMENTTO ABST_3/11/96EF SHIP

Chapter 3

THE SOLUTION STRATEGY

Review of the Literature

Research offers several strategies for decreasing inappropriate behavior in

the classroom. These strategies focus on a child's individual needs as well as

whole group needs. Many of these strategies emphasize making children

healthy, independent problem solvers. These types of strategies benefit not

only high risk children, but also provide early prevention for seemingly well-

adjusted children (Committee for Children, 1991).

One of these strategies is conflict resolution. Because conflicts are a part

of every school day, children need to be empowered to settle their own

disputes (Spann, 1991). Children shouldn't be expected to avoid conflicts,

but rather be taught how to effectively handle them (Burke, 1992). Teachers

need to model language to help define problems and express feelings (Spann,

1991). Mendler (1992) concurs that students need an outlet for their feelings

and emotions. Specific social skills related to conflict resolution need to be

taught so students can learn to respect the opinions of others, disagree with

the idea instead of the person, solve problems, negotiate and compromise at

the right times (Bellanca et al., 1992; Burke, 1992). By dealing with their

own conflicts, students may decrease destructive management of conflict and

increase social development (Johnson & Johnson, 1995).

One type of conflict resolution is peer mediation. Peer mediation uses a

mediator, not involved in the conflict, to help two students come to an

13

agreement through cooperative exploration. Students go through training to

become mediators. This training provides them with lifetime dispute

resolution skills (Andrea & Morse, 1994). It teaches students how to

communicate effectively with one another without verbally or physically

fighting.

Researchers also have found that adult members of the community can

provide important social interactions. Mentoring programs pair children with

one or more adult role models from whom they get guidance, advice, and

assistance. Mentors help students build confidence in their own abilities and

feel good about themselves, therefore, affecting their behavior in a positive

way (Bellanca et al., 1992). Many people using these mentoring progams

report positive changes in the students involved (Committee for Children,

1991; Mendler, 1992).

Mentors may also be used to help children academically. Novelli (1993)

believes that inappropriate behavior will occur if a child is faced with a task

that they are incapable of doing. The student may avoid the task because of

the strong possibility of failure. Teachers and mentors can prevent this from

occurring by providing these students with extra help, and by making sure

they have materials and assignments that meet their academic abilities (Misra

& Smith, 1992).

Burke (1992) and Curwin and Mendler (1988) suggest using social

contracts for the child who needs extra incentives to display desirable

behavior. A social contract would involve:

1, steps taken by the teacher,

2. steps taken by the student,

3. positive consequences of fulfilling the social contract, and

4. negative consequences of not fulfilling the social contract.

14

21

Social contracts arc effective because they involve the student in the

decision-making process, giving them the feeling of control over their

environment, and giving them the responsibility for their own behavior.

Social contracts also provide individualization of expectations and

consequences (Misra & Smith, 1992; Ruhl, 1985).

Educators have found dramatic positive effects on student's on-task

behavior when contracts that provide students with incentives for specific

behaviors are used (Jones & Jones, 1990). Intrinsic rewards, such as teacher

praise and peer recognition, can motivate students to display appropriate

behavior. These types of rewards may not be enough to change the behavior

of all students, therefore, teachers may have to rely on extrinsic rewards.

These rewards may consist of stickers, free-time, monetary items, videos, etc.

Some students may require these external reinforcers to stimulate their initial

involvement with academics and appropriate behavior (Jones & Jones, 1990).

Holubec, Johnson, and Johnson (1988) have found that structured group

reward programs help with managing classroom behavior. Groups are

rewarded points for each team member using a particular cooperative social

skill.

With the amount of interpersonal interactions occurring at school, it is a

logical place for social skills to be taught and reinforced (McCadden, Noblit

& Rogers, 1995). Teachers can not expect socially unskilled students to

cooperate in a learning or social environment by just telling them to do so;

therefore, particular social skills must be identified, defined, and taught

(Bellanca et al., 1992). If teachers take the time to educate students in social

skills, they will spend less time "correcting" and "disciplining" disruptive

students throughout the year (Bellanca, 1991; Burke, 1992). "Teaching social

skills to students will help them develop interpersonal skills, self-esteem, and

15

2

an internal locus of control" (Burke, 1992, p. 41). Abruscato (1994) gives

nine steps for successfully improving social skills.

1. Establish a positive environment for developing social skills.

2. Relate the social skills to your basic classroom rules.

3. Have cooperative groups practice their social skills before startingtheir actual work.

4. 1 lighlight one or two social skills for each group session.

5. Teach children to evaluate their progress in developing social skills.

6. Choose group projects that lend themselves to cooperation.

7. Limit group materials to encourage interdependence.

8. Discourage slacking.

9. Promote interaction across cooperative groups.

When students develop these skills for social interaction, the result is an

indirect increase in self-esteem (Beane, 1991; Committee for Children,

1991). Children with high self-esteem exhibit desirable behavior (Bellanca et

al., 1992). Teachers can enhance students self-esteem by incorporating

multicultural activities, hands-on activities, thematic units, drama, student self

evaluation, and cooperative learning (Andrews & Simms, 1989; Beane,

1991).

Cooperative learning is a teaching strategy that is very effective in

teaching social values and skills (Bellanca et al., 1992). Bellanca and Fogarty

(1991) believe that cooperative learning provides positively structured peer

interactions for intense student involvement. If a teacher provides a

cooperative environment, students will begin to handle individual, group, and

class wide problems (Burke, 1992). Students using cooperative learning will

begin to envision consequences of actions, respect differing view points,

conceive of a variety of strategies for dealing with conflict, and engage in

creative problem solving (Johnson & Johnson, 1995).

Parents are the most important and influential people in a student's life.

The influence and support given by the family may directly affect the

behavior of children in school. The student is more likely to receive

encouragement and reinforcement for desirable school behavior when parents

feel good about their child's teacher and school (Jones & Jones, 1990).

Teachers need to develop a positive rapport with parents early in the school

year. Parental involvement should be encouraged by making the classroom a

welcoming place, seeking parent input for decision-making, and encouraging

parent visibility at school. Students are more likely to exhibit appropriate

behavior when in the presence of parental figures (Mend ler, 1992).

Regardless of what strategies a teacher chooses to use, desirable

behaviors should always be modeled. Children will learn appropriate

behavior the same way they learn inappropriate behavior; with modeling,

practice, and reinforcement. Students learn more from what a teacher does

than what the teacher says (Committee for Children, 1991; Mendler, 1992).

Esteeming climates provide role models who show others acceptable

behaviors and values (Bellanca et al., 1992).

Project Outcomes and Solution Components

As a result of increased emphasis on social skills development, during theperiod of August 1995 to December 1995, the kindergarten and second gradestudents from the targeted classes will decrease inappropriate behavior asmeasured by teacher observations, the number of discipline referrals and thenumber of parent contacts relative to behavior.

17

The actions for decreasing inappropriate behavior are designed to address

strategies the three teacher-researchers will incorporate into their daily

lessons. These strategies include developing materials that foster social

skills, developing a series of learning activities that include social skills, and

creating an environment in which social skills are valued and demonstrated.

Actiou Plan for the Intervention

I. Develop materials that foster social skills

A. Locate children's literature

B. Create T-Charts

C. Collect records, cassette tapes, video tapes, and computer programs

D. Gather games/puzzles

E. Collect manipulatives

II. Develop learning activities that include social skills

A. Social skills to be targeted

I. Second grade social skills

a. Active listening

b. Six inch voices

c. Taking turns

d. Sharing

e. Complimenting/encouraging

2. Kindergarten social skills

a. Active listening

b. Sharing

c. Empathy (understanding others feelings and motives)

d. Complimenting/encouraging

c. Taking turns

18

'2"

B. Processes used to teach social skills

I. Give direct instruction on targeted social skill

a. T-chart

b. Children's literature

c. Role playing

d. Modeling

2. Incorporate social skill into cooperative learning lessons (see

Appendices E-J)

3. Incorporate social skill(s) into learning center (see appendix K)

C. Schedule for teaching social skills

I. Introduce overall good behaviors during first week of school

a. T-chart

b. Modeling

c. Role playing

d. Learning center

e. Children's literature

2. One social skill is emphasized each week for five weeks (the order

in which social skills are presented is based on student needs

observed by the teacher/researcher)

3. Teacher/researcher evaluates student's behavior

a. Behavior checklist (see Appendix A)

b. Number of referrals (see Appendix B)

c. Number of parent contacts relative to behavior

4. Teacher/researcher re-teaches social skill(s) as needed for

remaining weeks

III. Create an environment in which social skills are valued and demonstrated

A. Use posters

19

2C

B. Create bulletin boards

C. Select star/student of the week

D. Read children's literature

E. Create cooperative room arrangement

F. Teacher/researcher models social skills

G. Use incentives to reinforce children's use of social skills

1. Verbal

2. Non-verbal

Methods of Assessment

The data collection methods to be used to assess the interventions include

teacher observations, parent contact data, and discipline referral forms (see

Appendix B). Teacher observations will target the following behaviors:

physical abuse, verbal abuse, insubordination, off-task behavior and breaking

school ndes. A daily behavioral checklist will be used for

documentation. The number of offenses recorded on the behavioral checklist

December 1995 will be compared to the number of offenses recorded Augusi

1995.

Chapter 4

PROJECT RESULTS

Historical Description_ofInteaunion

The objective of this project was to decrease inappropriate behavior in the

classroom setting. Emphasis on social skills development was increased in

order to bring about the desired changes.

A positive classroom environment was established the first week of school

in order to promote appropriate behavior. Posters and bulletin boards that

emphasize the value of social skills were displayed in the classrooms. T-

charts, created by the students, remained hanging in the classroom during the

intervention as a reminder of student's understanding of each individual social

skill. Children's literature, tapes, and records used during direct instruction of

social skills were also made available for children to explore on their own.

The room arrangement was set up to create a cooperative atmosphere. The

children sat in base groups at tables instead of individual desks. The goups

were established during the second week of the school year and were

maintained throughout the intervention.

Social skills were not only taught through direct instruction, but also

incorporated in cooperative learning lessons and learning centers. During the

first week of the school year, school rules and positive behavior were

introduced. Beginning the second week, one social skill was emphasized

21

26

each week for five weeks. The skills chosen for instruction at kindergarten

level included: active listening, sharing, empathy, complimenting/

encouraging, and taking turns. At the second grade level, skills included:

active listening, six inch voices, taking turns, sharing, and

complimenting/encouraging. The targeted social skill for the week was

taught directly using T-charts, children's literature, role playing, and/or

modeling. After instruction on each social skill was given, it was

incorporated into one or more cooperative learning lessons in a content area.

Lesson plans devoted to each of these skills can be found in Appendices E-J.

During the week the social skill was taught, it was emphasized in learning

centers to provide enrichment of the skill. Examples of these learning centers

can be found in Appendix K.

Children received incentives to reinforce their use of social skills. Verbal

incentives included: praise, compliments, words of encouragement, etc.

Non-verbal incentives included: stickers, free time, hugs, smiles, warm

fuzzys, etc. In School B, students were selected to be the Student of the

Week based on their use of social skills.

Afier the initial six week intervention, teacher/researcher evaluated

student's understanding and demonstration of the social skills taught.

Circumstances that arose, such as new students entering, lack of

understanding, and lack of demonstration, caused teacher/researcher to re-

teach particular social skills. The remaining weeks of the intervention were

used to re-teach social skills, and give the opportunity for students to

demonstrate appropriate behavior. In School B, kindergarten, one student

was responsible for a major percentage of the inappropriate behaviors

recorded. The action plan was altered to accommodate this student. The

student and teacher/researcher filled out a behavior checklist together

22

21)

everyday after school. Checklists were signed and returned to school the next

day. Appropriate incentives or punishments were given at home.

Presentation and Analysis of Results

In order to assess the effects of social skills instruction on student

behavior, a daily tally of discipline incidents was maintained throughout the

intervention period. Tables 4, 5, and 6 compare data collected for two weeks

preceding the intervention with data collected for two weeks following the

intervention.

Table 4


School A Kindergarten-21 students

BEHAVIORSPRE-

INTERVENTIONPOST-

INTERVENTIONOff Task 342 141

Insubordination 0 0

Verbal Abuse 5 1

Physical Abuse 7 0Breaking School Rules_ 9 2

23

30

Table 5


School A Second Grade-18 students

BEHAVIORSPRE-

INTERVENTIONPOST-


Insubordination 11 5Verbal Abuse 39 33

Physical Abuse 0 7Breaking School Rules 9 12

Table 6


School B Kindergarten-24 students

BEHAVIORSPRE-

INTERVENTIONPOST-


Insubordination 20 7Verbal Abuse 32 5

Physical Abuse 8 2Breaking School Rules 9 1

The total number of incidences recorded for all three classrooms

decreased 53 percent after the intervention. Teachers/researchers in both

kindergarten classes experienced a decrease in discipline incidents of all

targeted behaviors. However, in School A, second grade, incidents of

physical abuse and breaking school rules increased while other targeted

24

'3 1

behaviors decreased. It should be noted that the majority of discipline

incidents were caused by three out of the eighteen students in the classroom.

Eleven total parent contacts were made during the two week period

following the intervention. One student from School B, kindergarten, was

responsible for ten of the contacts. This student was also the recipient of the

only discipline referral made during the intervention.

Although Table 4 indicates a significant decrease in all targeted behaviors,

journal entries for School A, kindergarten, reveal that students did not exhibit

appropriate behavior for a substitute teacher. The students were fighting,

yelling, and being disruptive. The Principal was called in, and several

students were removed from the classroom.

Conclusions andileemmeadaijom

Based on the presentation and analysis of the data on the behavior

checklists, the students' showed a marked improvement in behavior. The

social skills learned during direct instruction, cooperative learning, role

playing, and learning centers appear to have transferred to interpersonal

behavior. The amount of teacher-time and energy devoted to off-task

behavior was reduced. Due to the increase of on-task behavior, direct

instruction time was increased and interpersonal skills improved.

Teachers/researchers felt that students exhibitcd the transfer of social

skills when a familiar person was present such as; classroom teachers,

classroom aides, reading teachers, building specialists, and support staff.

This can be confirmed with a statement made by a specialist dealing with

students who participated in the intervention. It was communicated to the

teacher/researcher that this class displayed social skills by showing empathy

for one another, complimenting and encouraging each other, as well as

25

32

sharing with each other. However, this transfer of social skills was not

observed when an unfamiliar person was present, such as a substitute teacher.

The teachers/researchers felt that children from this population need stability,

familiar expectations, and clear limits in order to display appropriate

behavior.

Teachers/researchers recommend the direct teaching of social skills

throughout the school year. Social skills need to be taught and retaught as

needed. The more exposure, practice, and reinforcement children get with

social skills, the more appropriate their behavior is going to be.

26

REFERENCES CITED

Abruscato, J. (1994). Boost your student's social skills with this Mne stepplan. Learning 94,22, 60-66.

Andrea, R. & Morse, P. (1994). Peer mediation in the schools:Teaching conflict resolution techniques to students. NASSP Bulletin, 78,75-82.

Andrews, R. & Simms, J. (1989). Mozart, Matisse and friends. TeachingPreK-819, 56-59.

Bandura, A. (1973) Aggression: A social learning analysis. EnglewoodCliffs, NJ: Prentice I lall.

Banks, J.A. (1991,1992). Multicultural education: For freedom'ssake. Educational Leadership, 49, 32-36.

Beane, J. (1991). Sorting out thc self-esteem controversy EducationalLeadership,49, 25-30.

Bellanca, J. (1991). _Building a caring, cooperative classroom: Integratingsocial skills through the language curriculum Palatine, IL: SkylightPublishing.

Bellanca, J., Costa, A. & Fogarty, R. (1992) IfiAndsAlatterlyolumei).Palatine, IL: Skylight Publishing.

Bellanca, J., Costa, A. & Fogarty, R. (1992) If Minds Matter (Volume 11).Palatine, IL: Skylight Publishing.

Bellanca, J. & Fogarty, R. (1991) Blueprints for thinking in the cooperativeclassroom (Second edition). Palatine, IL: Skylight Publishing.

Brendtro, L. & Long, N. (1995). Breaking the cycle of conflict.Educational Leadership, 52, 52-56.

Burke, K. (1992) What to do with the kid who...Developing cooperation,self-disciplineandiesponsibilityinihesdassroom Illinois, 1R1 SkylightPublishing Inc.

Committee for Children. (1991) Second Step: A violence-preventioncurriculum. Seattle, WA: Author.

Curwin, R. & Mendler, A. (1988). Discipline with dignity Alexandria,VA: Association for Supervision and Curriculum Development.

Eitzen, D.S. (1992). Problem students: The sociocultural roots. Phi DeltaKappan, 73, 584-590.

Elam, S.M., Gallup, A.M., & Rose, L.C. (1994). Phi Delta Kappan/Gallup Poll. 1Thi_De1ta_Kappan,A1 42-56.

Five activities you call use to build self-esteem. (1990). TeachingPreK-8, 21, 66-67.

Holubec, E., Johnson, D.W. & Johnson, R.T. (1988). Cooperation in theclassroom. Minnesota: Interaction Book Company.

Ilunt, S. (1994, September 20). Fixing what's broke: The enterprisecommunity. Rockford Register Star, I.

Johnson, D.W. & Johnson, R.T. (1995). Why violence prevention programsdon't work - and what does. Educational Leadership, 52, 63-68.

Jones, L.S., & Jones, V.F. (1990). II 1'1 1511 11. I . II "I

mothatMgand managing students. Maine: Simon & Schuster.

Jones, V.F. (1981). School discipline problems and solutions.Principal, 61, 14-17.

Jones, V. F. (1984). An administrator's guide to developing andevaluating a building and discipline program NASSP Bulletin, 68, 60-73.

Kohn, A. (1994). The truth about self-esteem. Phi DeltaKappan, 76, 272-282.

283 5

Kreidler, W. (1994). Rid your classroom of put-downs. Instructor, 104, 28-29.

Lickona, T. (1993). The return of character education EducationalLeadershipjl, 6-11 .

Mannery, J., & Sauer, M. (1993). Application for magnet schools assistanceprogram. Lewis Lemon Global Studies Academy. Rockford, IL:Rockford Public Schools.

Mannery, J., & Wyatt, L. (1994). Comprehensive plan for excellence andequity. Lewis Lemon Global Studies Academy. Rockford, IL: RockfordPublic Schools.

McCadden, B., Noblit, G. & Rogers, D. (1995). In the meantime: Thepossibilities of caring Phi De1t Kappan, 76, 680-685.

Mendler, A. (1992) What do I do when: How to achieve discipline withdignity in the classroom. Bloomington: National Educational Service.

Misra, A., & Smith, M. (1992). A comprehensive management systemfor students in regular classrooms Elementary School Journal, 92, 353-372.

Novelli, J. (1993). Better behavior for better learning. Instructor,103, 74-77.

Pringle, M.K. (1975). The needs of children New York: Schocken Books.

Rockford Area Council of 100. Rockford Illinois Facts, August, 1993.

Rockford Public Schools. (1993). Fall Housing Report.

Ruhl, K. (1985). Handling aggression: Fourteen methods teachers use.The_Pointer,29, 30-33.

School Report Card. (1993). Ellis Rockford School District 205, Rockford,IL.

293 t;

Spann, M. (1991). Conflicts in the classroom. Instructor,101, 40.

Turbak, G. (1994). Bombed at birth. Kiwanis, 79, 28-31.

Waller, M. (1992/1993). Helping crack-affected children succeed.Educational Leadership, 52, 57-60.

APPENDICES

3138

Appendix ABehavior Checklist

Week of

Behavicr Mon. Tues. Wed. Thuo. Fri. %Lai

Insubordination

Verbal Fighting

Physical Fighting.

Off Task

Breaking SchoolRules

BEST rnnv AVAILABLE

3239

Appendix 13Discipline Referral Form

REFLECT:DN RCCM REFERRAL

Stud,-nt:

"reacher:

Time -.3 be seht hack t7; classroom:

Reasons Es-- "Ls

Cut of class without permissionConstantly cut of seatNot following directions

-Eefiance of authorityDistirbing --assmatesCestrictive to school orcpertyRude/DiscourteousExcessive talkingUnacceptable languageShoving/HorseplayDisruptive/ncooperative

_Failure to return signed forms

Date:

Action taken prior to this referral:

Conference with studentParent contactChanged student's seatTime-out in classAction plan/behavior contract

Parent: This notice is to inform you of a disciplinaryincident involving the student. Please note the actiontaken by the teacher and the corrective actio initiatedtoday. Please sign below and return to the school on thenext school day.

BEST COPY AVAILABLE

Parent's signature

33

Appendix CSuggested books for social skills

Allen, Jeffrey. (1985). Nosey ArsRat.. New York: Viking Kestrel.

Anastasio, Dina. (1991) Please Pass the Peas. New York: Warner JuvenileBooks.

Anderson, Hans Christian. (1979). The Ugly Duckling. Troll Association,

Berenstain, Jan & Stan. (1985). The Berenstain Bears Forget TheirManners. New York: Scholastic Inc.

Birney, Betty. (1993). Oh, Brother! Someone Won't Share! Racine :Western.

Bourgeois, Paulette. (1991) Franklin Fibs. New York: Scholastic Inc.

Bridwell, Norman. (1975) Clifford's Good Deeds. New York: ScholasticInc.

Bridwell, Norman. (1987). Cliffonts_Manners New York: Scholastic Inc.

Carle, Eric. (1977). Tht_Grouchy_Ladybug. New York: Scholastic Inc.

Carlson, Nancy. (1990). Amie_and the New Kid. New York: Viking Press.

Carlson, Nancy. (1982) Ilarriet's Halloween Candy. Minneapolis:Caroirhoda Books.

Cowley, Joy. (1983). Meanies. Bothell, WA: The Wright Group, ShortlandPub.

Cowley, Joy. (1980). Me_Hutuy_Giant. Bothell, WA: The Wright Group,Shortland Pub.

34

Appendix C continued

deLynam, Alicia Garcia. (1988). It's Mine New York: Dial books forYoung Readers.

Dorros, Arthur. (1992). This Is My House. New York: Scholastic Inc.

GiHman, Phoebe. (1988). Jillian Jiggs New York: Scholastic Inc.

Harper, Anita. (1988). What_ Feels Best New York: G.P. Putnam's Sons.

Ilutchins, Pat. (1986). The Doorbell Rang New York: GreenwillowBooks.

Hutchins, Pat. (1969). The Surprise Party. Toronto: The Macmillan Co.

Joosse, Barbara M. (1988). Better With Two. New York: Harper & RowPub.

Joosse, Barbara (1991). Mama. Do_iau Love_Mc, New York: ScholasticInc.

Lasker, Joe. (1974). Hes My.Brother. Chicago: Albert Whitman & Co.

Leaf Munro. (1985). Manners. Caniklun. New York: Ilarper & RowPub.

Lionni, Leo. (1988). SixErows. New York: Scholastic Inc.

I Amdell, Margo. (1988). Wood y.,...11eAloadLA Eirst_B ook_ofManners. NewYork: Grosset & Dunlap.

Marshall, James. (1977). Miss_Nelson.i&Missing. New York: ScholasticInc.

Martin, Ann. (1992). RachaelParker. Kindergarten Showoff New YorkScholastic Inc.

35

Appendix C continued

Mayer, Mercer. (1989). Little Critter's This Is My Friend Racine, WI:Westeni Pub. Co.

Mayer, Mercer. (1990). Little Critter's This Is My School Racine, WI:Western Pub. Co.

McQueen, Lucinda. (1985) The Little Red Hen. New York: ScholasticInc.

Nelson, Jo Anne. (1989). 1 Don't Care Cleveland, OH: ModernCurriculum Press.

O'Brien, Anne Sibley. (1986). LIket_Want To Go. New York: Henry Holt& Co Inc.

Pathman, Pessy. (1991). Ruby the Copycat. New York: Scholastic Inc.

Pfister, Marcus. (1992). Me Rainbow Fish. New York: North-SouthBooks.

Wilde, Oscar (1984). Ihe Selfish Giant New York: Scholastic Inc.

36

Appendix DSuggested cassette and video tapes for social skills

Cassettes

Jim Gill sing The Sneezing Song and other Contagious Tunes. Chicago,Illinois: Jim Gill Music, BMI.

Second Step Songs. Seattle, Washington: Committee for Children.

Singable Songs for the Very Young (Raffi). Universal City, California:Troubadour Records Ltd.

Videos

Berenstain Bears Tell the Truth

Berenstain Bears Learn Their Manners

Little Critters Just Me & My Dad

Winnie the Pooh Makes Friends

Winnie the Pooh and Maimers

37

Appendix ECooperative Learning Lesson

SOCIAL SKILL(S): Complimenting

METHODS / PROCEDURES: Make a web (in the middle write"compliments") Around it have children brainstorm nice things that they cansay to people. Read the story Ask Nicely, by Joy Cowley. With theirpartner, have children practice giving compliments.

FOLLOW UP: In the mornings have children think of a "Daily Compliment."During the day catch children using the "Daily Compliment" appropriately,and give them positive reinforcement, such as: a hug, sticker, encouragement.

3 8 '1 5

Appendix E continuedCooperative Learning Lesson

SOCIAL SKILL(S): Complimenting

METHODS / PROCEDURES: Make T-chart on complimenting. Brainstormas many compliments as possible. Discuss situations when a complimentmight be used. Divide class into partners. Make and cc py patterns. Aftercooperative lessons ask student to give their partner a compliment. Call onseveral students to share the compliment that their partner paid them.

FOLLOW UP: Keep a list of compliments received from visitors or otherteachers and students in the hallway. Model and praise use of compliments.

39 1(

Appendix E continuedCooperative Learning Lesson

SOCIAL SKILL(S): Complimenting/Encouraging

METHODS / PROCEDURES: Students are divided into cooperative groups.Each group is given a weigh and measure project. A monitor is assigned thejob of tallying compliments and encouraging remarks made by groupmembers. This makes students more aware of their positive comments to oneanother.

FOLLOW UP:

40

Appendix FCooperative Learning Lesson

SOCIAL SKILL(S). Active Listening

METHODS / PROCEDURES: Children get paired up some way. Discuss foodwe like to eat for dinner. With their partner they discuss their favorite food.When discussion is over children get a piece of paper and draw their partnersfavorite food. When every child is done, sit at circle. Each child presentstheir partner by saying "My partner was . His /Her favorite food

FOIJOW UP: Collect all pictures and put together to make a class book called"Our Favorite Food."

4 I

Appendix F continuedCooperative Learning Lesson

SOCIAL SKILL(S): Active Listening

METHODS / PROCEDURES: Children gather on floor. Teacher says, "Ifyou can hear me do this (touch nose)". Repeat quietly until everyone islooking at you and touching their nose. Praise students for listening. Showchildren blank T-chart. Children contribute their ideas about what goodlistening looks like and sounds like. Children work with partner, firstmodeling poor listening. Then tell group what their partner did that showedthey were not listening. Model good listening with partners and discuss.

FOLLOW UP: Point out good examples of listening throughout the week.Use specific statements from T-chart. "I know 's listening because hereyes are on me.

42

Appendix F continuedCooperative Learning Lesson

SOCIAL SKILL(S): Active listening

METHODS / PROCEDURES: Each student is given a partner. They sitwith their backs to each other. One child is given a package of shapes. Theymake a design of their choice. The other student is also given a bag ofshapes. That child then has to make the design made by their partner by onlylistening to their description. They then compare their designs to see ifdirections were followed.

FOLIAM UP:

AppendixCooperative Learning Lesson

SOCIAL SK1LL(S): Shaving

METHODS / PROCEDURES: Children will share materials in theircooperative groups. There will only be one set of each item, so sharing willbe necessary to complete the assigned lesson.

FOLLOW UP:

44

Appendix G continuedCooperative Learning Lesson

SOCIAL SKILL(S): Sharing

METHODS / PROCEDURES: Sing The Sharing Song by Raffi. St dentdiscussion about how you feel when someone shares with you. Why is itimportant? Children do cut and paste animal homes with partner using onescissors and one glue per group.

FOLLOW UP: After centers each day, gather in the circle and tell somethingyou shared that day.

45rz

Appendix IICooperative Learning Lesson

SOCIAL SKILL(S): Taking turns

METHODS / PROCEDURES: Set up different stations around the room. Ateach station have a different game. (Hi-Ho Cherry0, Memory, Lucky Ducky,fishing, etc.) Introduce how to play each game if children haven't played it.Discuss how to take turns. Children go to the stations and practice takingturns. After time limit is up, have children rank how well they took turns bythumbs-up or thumbs down.

FOLLOW UP:

46

Appendix II continuedCooperative Learning Lesson

SOCIAL SKILL(S): Taking Turns

METHODS / PROCEDURES: Introduce feely box. Pass box around thechildren to feel, looking for a certain shape. Discuss taking turns. When, inschool, (10 we need to take turns (calendar helper, getting a drink, etc.)?Show children how to play I li Ito Cherry0. Use parent helper to play gamewith four at a time.

FOLI_A)W UP: Children use sand timers to take turns while working withpartners at computers. I li Ito Cherry() and other games are put in centers.Praise those taking turns well.

47o

Appendix H continuedCooperative Leaming Lesson

SOCIAL SKIMS): Taking turns

METHODS / PROCEDURES: Children will take turns by using math boardgames in cooperative groups. Two groups will do addition while three groupswill do subtraction. Chirdren draw a card and move their game piece oneperson at a time.

FOIA,OW UP:

48

Appendix ICooperative Learning Lesson

SOCIAL SKILL(S): Six inch voices

METHODS / PROCEDURES: The children are divided into cooperativegroups. Each child is given a role. One role is the "noise meter monitor".While the group is doing their cooperative learning lesson, one person willindicate noise level by moving needle on meter:6" voice - acceptable12" voice - not acceptable18" voice - not acceptable

FOLLOW UP:

Appendix JCooperative Learning Lesson

SOCIAL SKILL(S): Empathy

METHODS / PROCEDURES: Sing "How I Feel" from Second Step. UseSecond Step pictures to determine how children are feeling (one each day).Learn to use "I" statements. Ex. "I feel angry when you push me." Givechildren situations to role play...showing how they would feel and makingtheir own "I" statements. Groups of three discuss a time they felt happy, sad,etc.

FOLLOW UP: Encourage use of "I" statements. Whenever conflict arises,remind students to use "I" statements.

50

Appendix K1,earning Centers

Writing Center: 1. Children write books together or illustrate a pagein a book together.

2. Children share supplies at writing center.

3. Children take turns writing and reading their stories forlistening skills.

4. Children make cooperative book about how they usedthe targeted skill that week.

Math Center: I. Children take turns playing board games for additionand subtraction practice.

Blocks:

Library:listen.

2. Children share playing cards and practicecomplimenting and encouraging each other.

I. With a partner, children pile, stack,or arrange blocks tosee how high they can arrange them without the blocksWing or knocking them over.

1. A child chooses a book and reads it, while others

2. First graders come and read to children while they're atthe library center. The children practice their activelistening skills.

Puzzles: 1 . As a group, children work together to put the puzzletogether.

5 I

Appendix K continued

2. Children work on one puzzle together, taking tumsputting together the pieces.

Drama: I. Children dress up and play make-believe.

2. Children work on manners and sharing the costumes.

Gaines: I. Children concentrate on taking turns and politelyreminding each other when it's their turn.

52

Appendix LT-Charts

Sharing.

Looks Like Sounds Like

Giving someone something

Separating

Piles with equal amounts

Taking turns

"You can have some of mine."

"I'll divide them up."

"Everyone gets the sameamount."

Complimentina/Encouraaing


Smiling

Nodding

Helping

Pats on the back

"You did a great job!"

"You can do it!"

"I like the way you didthat!"

"I like you!"

"I'll help you!"

53 6 0

Appendi.x L continued


Sitting close

Nodding

Not talking

Paying attention

Quiet

Asking questions

Retelling/restating

6" Voices


Talking

Nodding

Whispers

Inside voices

Talking

Appendix L continued

Takina Turns


Sharing

One person at a time

Standing in line

Cooperating

"Go ahead."

"Your turn."

6" voices

Encouraging words

Looks Like

Hugging

Sympathetic smile

Being nice

Patting someones back

Nodding

Empathy

Sounds Like

"It's 0.k.."

Encouracing words

"I like you."

"Are you o.k.?"

Friendly words

55

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